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Original Article

The Effects of Peer Assessment and Peer Feedback in Writing Education for Premedical Students

Claire Junga Kim
The Ewha Medical Journal 2017;40(1):41-49. Published online: January 31, 2017

Department of Medical Education, Ewha Womans University School of Medicine, Seoul, Korea.

Corresponding author: Claire Junga Kim. Department of Medical Education, Ewha Womans University School of Medicine, 52 Ewhayeodae-gil, Seodaemun-gu, Seoul 03760, Korea. Tel: 82-2-3277-1956, Fax: 82-2-3277-1954, clairejungakim@gmail.com
• Received: October 27, 2016   • Accepted: January 18, 2017

Copyright © 2017. Ewha Womans University School of Medicine

This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

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  • Objectives
    There are several problems which hamper the successful teaching of writing in medical education. To deal with these problems, teachers should be conscious of two general questions; what to teach in writing class for premedical students; and how to utilize the writing class time. This paper examines the value of peer assessment and peer feedback in dealing with those questions.
  • Methods
    This paper reviews a subject in premedical education, Logical Thinking and Writing, from the perspective of peer assessment and peer feedback.
  • Results
    Students accomplished the learning objectives and they recognized the value of peer assessment and feedback.
  • Conclusion
    Peer assessment and peer feedback foster students' participation in class and accelerate the learning process. This strategy reminds students of the fact that they are writing an essay for an audience.
  • Keywords: Medical writing; Thinking; Medical education
  • 1. Papp KK, Huang GC, Lauzon Clabo LM, Delva D, Fischer M, Konopasek L, et al. Milestones of critical thinking: a developmental model for medicine and nursing. Acad Med 2014;89:715-720.
  • 2. Mamede S, Schmidt HG, Penaforte JC. Effects of reflective practice on the accuracy of medical diagnoses. Med Educ 2008;42:468-475.
  • 3. Stern DT, Papadakis M. The developing physician: becoming a professional. N Engl J Med 2006;355:1794-1799.
  • 4. An JH, Kwon I, Lee SN, Han JJ, Jeong JE. Study on the medical humanities and social sciences curriculum in Korean medical school: current teaching status and learning subjects. Korean J Med Educ 2008;20:133-144.
  • 5. Yi JN. Identity and direction of thinking and expression. Ratio et Oratio 2008;1:55-90.
  • 6. Kim CW. [Four types of teaching methods for academic writing and another type] In: The 9th Conference of Ratio et Oratio; 2009 Dec 19; Seoul. pp 19-26.
  • 7. Asghar A. Reciprocal peer coaching and its use as a formative assessment strategy for first-year students. Assess Eval High Educ 2010;35:403-417.
  • 8. Topping KJ. Trends in peer learning. Educ Psychol 2005;25:631-645.
  • 9. van den Berg I, Admiraal W, Pilot A. Peer assessment in university teaching: evaluating seven course designs. Assess Eval High Educ 2006;31:19-36.
  • 10. Finn GM, Garner J. Twelve tips for implementing a successful peer assessment. Med Teach 2011;33:443-446.
  • 11. Glynn LG, MacFarlane A, Kelly M, Cantillon P, Murphy AW. Helping each other to learn: a process evaluation of peer assisted learning. BMC Med Educ 2006;6:18.
  • 12. Won MH, Park JH, Park ST, Kim SH, Han KH, Yi CH, et al. Critical thinking academic wrting; Seoul: Sungkyunkwan University Press; 2014.
  • 13. Giere RN, Bickle J, Mauldin R. Understanding scientific reasoning; 5th ed. Belmont, CA: Wadsworth; 2005.
  • 14. Zinsser WK. On writing well: the classic guide to writing nonfiction; 30th Anv Rep ed. New York: Harper Collins Publisher; 2006.
Fig. 1

Process for writing an academic essay.

emj-40-41-g001.jpg
Table 1

Subjects of the students' essays (n=26)

emj-40-41-i001.jpg

Figure & Data

Fig. 1

Process for writing an academic essay.

emj-40-41-g001.jpg
Table 1

Subjects of the students' essays (n=26)

emj-40-41-i001.jpg

References

  • 1. Papp KK, Huang GC, Lauzon Clabo LM, Delva D, Fischer M, Konopasek L, et al. Milestones of critical thinking: a developmental model for medicine and nursing. Acad Med 2014;89:715-720.
  • 2. Mamede S, Schmidt HG, Penaforte JC. Effects of reflective practice on the accuracy of medical diagnoses. Med Educ 2008;42:468-475.
  • 3. Stern DT, Papadakis M. The developing physician: becoming a professional. N Engl J Med 2006;355:1794-1799.
  • 4. An JH, Kwon I, Lee SN, Han JJ, Jeong JE. Study on the medical humanities and social sciences curriculum in Korean medical school: current teaching status and learning subjects. Korean J Med Educ 2008;20:133-144.
  • 5. Yi JN. Identity and direction of thinking and expression. Ratio et Oratio 2008;1:55-90.
  • 6. Kim CW. [Four types of teaching methods for academic writing and another type] In: The 9th Conference of Ratio et Oratio; 2009 Dec 19; Seoul. pp 19-26.
  • 7. Asghar A. Reciprocal peer coaching and its use as a formative assessment strategy for first-year students. Assess Eval High Educ 2010;35:403-417.
  • 8. Topping KJ. Trends in peer learning. Educ Psychol 2005;25:631-645.
  • 9. van den Berg I, Admiraal W, Pilot A. Peer assessment in university teaching: evaluating seven course designs. Assess Eval High Educ 2006;31:19-36.
  • 10. Finn GM, Garner J. Twelve tips for implementing a successful peer assessment. Med Teach 2011;33:443-446.
  • 11. Glynn LG, MacFarlane A, Kelly M, Cantillon P, Murphy AW. Helping each other to learn: a process evaluation of peer assisted learning. BMC Med Educ 2006;6:18.
  • 12. Won MH, Park JH, Park ST, Kim SH, Han KH, Yi CH, et al. Critical thinking academic wrting; Seoul: Sungkyunkwan University Press; 2014.
  • 13. Giere RN, Bickle J, Mauldin R. Understanding scientific reasoning; 5th ed. Belmont, CA: Wadsworth; 2005.
  • 14. Zinsser WK. On writing well: the classic guide to writing nonfiction; 30th Anv Rep ed. New York: Harper Collins Publisher; 2006.

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    The Effects of Peer Assessment and Peer Feedback in Writing Education for Premedical Students
    Ewha Med J. 2017;40(1):41-49.   Published online January 31, 2017
    DOI: https://doi.org/10.12771/emj.2017.40.1.41
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    The Effects of Peer Assessment and Peer Feedback in Writing Education for Premedical Students
    Ewha Med J. 2017;40(1):41-49.   Published online January 31, 2017
    DOI: https://doi.org/10.12771/emj.2017.40.1.41
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    The Effects of Peer Assessment and Peer Feedback in Writing Education for Premedical Students
    Image
    Fig. 1 Process for writing an academic essay.

    Fig. 1

    The Effects of Peer Assessment and Peer Feedback in Writing Education for Premedical Students

    Subjects of the students' essays (n=26)
    Table 1 Subjects of the students' essays (n=26)

    Table 1

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